Abstract

During the time, study of mathematic is still tend to use discourse method, assignation, and ask and answer. Where teacher has the most central player in study while student become passive audience and hearer. This matter can cause at understanding of student and then the result of learning less because student keep off actively, so that study becoming not useful. In fact almost every year mathematic is considered to be obstacle stone to pass most students. To overcome the problem of education, government do an effort to make up of education quality through. The
completion of level curriculum of flange education (it’s called KTSP), it is more to constructivism approach that is study approach to push student to involve actively and have a chance for the construction of knowledge by their self. One of the study form which orienting at constructivism approach is study of cooperative STAD – problem posing. This research aim to know the teacher’s activity and student during the process of study of cooperative STAD –
problem posing, to know the result of learning after student use the study of cooperative STAD – problem posing, and for explain the response of student to the model of cooperative STAD – problem posing study.
This research use qualitative approach with the descriptive research type. Data which taken is the result of teacher and student activity observation, result of exam and result of enquette that contain of student response. While source of data in this research is students of X grade and teacher who teach mathematic in senior high school state 02 Batu (SMA Negeri 02 Batu), who become the research subject is student of X-2 grade that amount is 39 students and mathematic in senior high school state 02 Batu, and becoming teacher is the researcher who is teaching practice
(PPL) in that school. From the result of research that has been done show the average of teacher activity after four meeting equal to 94,16% and the activity outside of perception criteria equal to 5,84%. Because the percentage of teacher activity in the interval between 85%-100% so the
teacher activity during of study is including category “very good”. While the student activity from first meeting until fourth meeting always increase with the average percentage of student activity after fourth meeting equal to 75,33% and the activity outside of criteria equal to 24,67%.
Because the percentage of student activity in the interval between 70% - 84% so the student activity is including category “good”. The study result of student show that from 37 students who follow the test is counted 29 students who fulfilling minimize complete criterion (KKM) and 8 students who not fulfilling minimize complete criterion (KKM), so that student who complete study equal to 78,38% and student who not complete study equal to 21,62%. That is mean
complete classically. While the response of student to the model of cooperative STAD – problem posing study show as much as 71,79% students like if in course of learning mathematic use the cooperative STAD – problem posing study. Cooperative STAD – problem posing study can be alternative to teacher to be applied in study of mathematic because can motivate student to be more active and creative in learnin